Early 2012 Childhood Education - Sage Publications

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New Books from SAGE and Corwin

Early Childhood EducationPreservice to Practice:

Today’s learning builds tomorrow’s early childhood educators

2012

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Introduction to Early Childhood 2

Early Childhood Curriculum 3

Play 5

Development in Early Childhood 5

Diversity 6

Assessment in Early Childhood 6

Parent/Home/School Relations 7

Emergent Literacy 8

Language Development 8

Early Childhood Math 10

Early Childhood Social Skills 10

Special Education in Early Childhood 11

Administration & Program Development 11

Management of Young Childhood 13

Research Methods in Education 13

Recommend to Your Library 14

Table of Contents

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New!

Learning Theories in ChildhoodColette Gray, Stranmillis University College • Sean MacBlain, University College Plymouth

By focusing on the early philosophies of learning and the key behavioural, cognitive and social theorists, this book provides a comprehensive overview of children’s learning. The authors discuss the key learning theories, highlight the strengths and weaknesses of each approach and encourage reflection on how different approaches impact on the learning environment. The discussion finishes with an exploration of the new sociology of childhood. Examples are drawn from practice to highlight key concepts, and to make vital links between theory and practice.

CONTENTS An Introduction to Learning Theories / The Founding Fathers and Philosophies of Learning / Classical and Operant Conditioning: The Early Years Experience / Piaget, Learning and Cognitive Constructivism / Vygotsky: Learning in a Social Matrix / Bandura, Bronfenbrenner and Social Learning / Bruner and Discovery Learning/Constructivism / Developing a New Perspective: The New Social Studies of Childhood / Theory in Practice: Learning and the Reflective Practitioner

Paperback • March 2012 • SAGE

New! Learning StoriesConstructing Learner Identities in Early EducationMargaret Carr, University of Waikato, New Zealand • Wendy Lee, Director of the Educational Leadership Project, New Zealand

Margaret Carr’s seminal work on Learning Stories was first published by SAGE in 2001, and this widely acclaimed approach to assessment has since gained a huge international following. In this new book, the authors outline the philosophy behind Learning Stories and call on the latest findings from the research projects they have led with teachers on learning dispositions and learning power to argue that Learning Stories can construct learner identities in early childhood settings and schools. By making the connection between sociocultural approaches to pedagogy and assessment and narrative inquiry, this book contextualizes learning stories as a philosophical approach to education, learning and pedagogy.

CONTENTS Learner Identities in the Early Years: An Introduction to Four Themes / Why Story? / Co-Authoring and Dialogue / Making Connections Across Boundaries Between Places / Recognising and Re-Cognising Learning Continuities / Appropriating Knowledges and Learning Dispositions in a Range of Increasingly Complex Ways / Reconceptualising Assessment / Constructing and Sustaining a Passion for Learning


Threads of ThinkingSchemas and Young Children’s Learning Fourth EditionCathy Nutbrown, University of Sheffield, U.K.

By a leading author, this popular book explains schemas —a key early childhood concept—in an accessible manner, making it perfect for any early childhood course.

CONTENTS PART I: YOUNG CHILDREN LEARNING / Thinking about Young Children Learning / Some Questions about Schemas / PART II: CHILDREN’S PATTERNS OF LEARNING / Consistency, Continuity and Progression in Young Children’s Learning / Schemas as Consistent Patterns of Behaviour - Studies of Three Children / PART III: SCHEMAS AND THE DEVELOPMENT OF KNOWLEDGE AND UNDERSTANDING / Children’s Developing Understanding of Mathematical and Scientific Ideas / Patterns of Literacy / Nourishing Children’s Thinking through Stories / PART IV: IMPLICATIONS FOR EARLY EDUCATION / A Curriculum for Thinking Children / Assessment for Learning / Working with Parents

Paperback ISBN: 978-1-8492-0464-4 • ©2012 • 216 pages • SAGE

Teaching Children 3-11A Student’s Guide Third EditionAnne D. Cockburn, University of East Anglia • Graham Handscomb, Essex County Council

Focusing on the major topics underpinning professional studies strands in primary and early years teacher education, Teaching Children 3-11 provides indispensable coverage of vital practical and conceptual issues that support good teaching practice.

CONTENTS SECTION 1. THE LEARNING TEACHER / Setting Out / Working together and enquiring within / Approaches to learning and teaching / SECTION 2. SKILLS IN TEACHING AND LEARNING / Talking in class / Observation / Classroom Skills / The unique child - approaches to diversity and inclusion / Positive ethos: motivation and behaviour / Reflective Practice / Assessment / Planning / E-Learning / SECTION 3. MANAGING THE CURRICULUM / The dynamic curriculum / Making sense of the curriculum / Continuity and progression from 3 to 11 / SECTION 4. THE CHILD AND THE COMMUNITY / The school in the community and the community in the school / SECTION 5. DEVELOPING THE TEACHER YOU WANT TO bE / How am I doing? / Your first Teaching Post

Paperback ISBN: 978-0-8570-2487-9 • ©2012 • 368 pages • SAGE •

Learning in Early ChildhoodA Whole Child Approach from birth to 8Edited by Pat Beckley, Bishop Grosseteste University College

By explaining the theoretical context and highlighting relevant research evidence, this book supports a whole child approach to learning in the early years. Drawing on case studies from a wide range of early years settings,

the chapters consider how the different professions in education, health and social care can work together to achieve the best possible outcomes for all young children.

CONTENTS PART I: HOW YOUNG CHILDREN LEARN / Contemporary Perspectives / Theories of Learning / Partnerships with Parents/Careers / Pedagogy in Practice / PART II: SUPPORTING YOUNG CHILDREN’S LEARNING / Motivation and Self-Esteem / Inclusion / Diversity / Thinking Skills / PART III: ORGANIZING THE LEARNING ENVIRONMENT / Approaches to Play / Enabling Environments / Learning and Teaching Styles / Leadership and Management in Early Years Settings / PART IV: ISSUES IN PRACTICE / Birth to Eight Years Learning Matters B / The Social Context B / Multi-Agency Working B / Forward Thinking and forward Learning


Introduction to Early Childhood

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Early ChildhoodA Guide for Students Second EditionEdited by Tina Bruce, Honorary Visiting Professor at Roehampton University

This engaging text provides a comprehensive introduction to the field of early childhood. Written and edited by experts in the field, the book clearly explains theory through illustrations of good practice, with case studies, reflective exercises and suggestions for further reading.

CONTENTS PART I: YOU AND YOUR LEARNING / Managing Yourself and Your Learning / E-Learning: Using ICT to Support Your Professional Development and Children’s Learning / Doing Practitioner Research / PART II: WORKING WITH CHILDREN / Meeting Individual Needs / Theory, Practice and Context / The Learning Environment: Creating a Learning Environment Indoors and Outdoors / Practical Projects: Birth to 5 Years / PART III: UNDERSTANDING CHILD DEVELOPMENT / Introducing Child Development / Birth to Three / Understanding Symbolic Development / PART IV: THE EARLY YEARS FOUNDATION STAGE / Supporting Children’s Development and Learning / Personal, Social and Emotional Development / Communication, Language and Literacy / Children’s Mathematical Development / Knowledge and Understanding of the World / Physical Development / Creative Development / Diversity and Inclusion: Inclusion and Diversity / PART V: KEY STAGE 1 / Supporting Children’s Development and Learning / Continuing the Learning Journey: Practical Projects in Year 1 / Key Stage 1 Mathematics / Science at Key Stage 1 / Key Stage 1 Literacy / PART VI: PROFESSIONAL DEVELOPMENT / Working As a Teaching Assistant / The Early Years Professional Status / Playwork / Every Child Matters / Promoting Child Health and Safeguarding Children / PART VII: LEADING AND MANAGING / Leading and Managing Others / Managing In Context / Developing and Managing the Professional Role


Key Concepts in Early Childhood Education and Care Second EditionCathy Nutbrown, University of Sheffield, U.K.

This updated Second Edition explains the key ideas and issues in Early Childhood and includes coverage of heuristic play, early literacy development and parent involvement.

CONTENTS Assessment / Attachment / Babies’ Learning and Development / Childminding and Home Childcare / Children’s Centres / Citizenship / Developmentally Appropriate Practice / Digital Technologies / Early Intervention Studies / Early Literacy Development / Early Years Foundation Stage / Early Years Professional Status / Family Literacy / Gender / Heuristic Play with Objects / High Scope Preschool Curriculum / Inclusion / Index for Inclusion / Key Person / Media and Popular Culture / Montessori Method / Neuroscience / Parental Involvement / Persona Dolls / Play / Quality / Reggio Emilia Approach / Schemas / Sexualities / Special Educational Needs / Steiner-Waldorf Approach / Sure Start / Te Whãriki / Treasure Basket / United Nations Convention on the Rights of the Child


Forest School for AllEdited by Sara Knight, Anglia Ruskin University

Forest School is now being used with a wide range of different age groups and in many different settings, and it can address issues such as obesity, public health and social wellbeing.

CONTENTS SECTION I: NURSERY AND PRIMARY SCHOOL BASED FOREST SCHOOL / Breaking Through Concrete: The Emergence of Forest School in London / Forest School: A Whole School Approach / Developing Practice and Delivering a Forest School Programme for Children Identified as Gifted

and Talented / Using Forest School to Make the Transition to High School / SECTION II: FOREST SCHOOL, SOCIAL AND EMOTIONAL NEEDS / Supporting Emotional and Social Development in Forest School with Adolescents / Forest School: An Alternative Curriculum / Learning from Working with Disaffected Year Ten Pupils / Maintaining the Forest School Ethos while Working with 14- to 19-Year Old Boys / SECTION III: FOREST SCHOOL AND YOUNG PEOPLE WITH PARTICULAR NEEDS / Removing Barriers: Getting Children with Physical Challenges into the Woods / SEALs in the Woods! / Forest School and Looked-After Children / Autism, Art and Nature as Relational Aspects of Forest School SECTION IV: USING FOREST SCHOLL STRATEGICALLY / Addicts and Forest School / Forest School for Families / Forest School Countywide: A Norfolk Perspective / Edinburgh’s Forest School Partnership Project ‘Building Local Capacity’


Outdoor Provision in the Early YearsEdited by Jan White

Written by a team of experts in the field, this book focuses on the core values of effective outdoor provision and is packed with ideas to try out in practice.

CONTENTS The Role of Play: Play Outdoors as the Medium and Mechanism for Well-Being, Learning and Development / Following Children’s Interests: Child-Led Experiences that

are Meaningful and Worthwhile / Adults are Essential: The Roles of Adults Outdoors / Capturing the Difference: The Special Nature of the Outdoors / A Responsive Environment: Creating a Dynamic, Versatile and Flexible Environment / Offering Rich Experiences: Contexts for Play, Exploration and Talk / As Long as They Need: The Vital Role of Time / Achieving the Balance: Challenge, Risk and Safety / Outdoor Play for Everyone: Meeting the Needs of Individuals / Taking an Active Part: Everyday Participation and Effective Consultation


Early Childhood Curriculum

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Children Learning Outside the ClassroomFrom Birth to ElevenEdited by Sue Waite, University of Plymouth

This book explores why learning beyond the classroom is important for children, and offers practical examples of how to improve outdoor learning experiences for all children. In the face of the increasing restriction of children’s outdoor experiences, it will help the reader rise to the

challenge of finding creative opportunities for working across the curriculum through outdoor activities. Each chapter has case studies, thoughts on theory, points for practice and summaries to help readers digest the most important information.

CONTENTS Theoretical Perspectives on Learning Outside the Classroom - Relationships between Learning and Place / PART I: EARLY YEARS PRACTICE - REACHING OUT / Crawling and Toddling in the Outdoors - Very Young Children’s Learning / Using the Local Community as Part of the Early Years Learning Environment / A Time of Change: Outdoor Learning and Pedagogies of Transition between Foundation Stage and Year One / PART II: LEARNING OUTSIDE THE CLASSROOM ACROSS THE CURRICULUM FOR PRIMARY AGED CHILDREN / English and Language Outside the Classroom / Mathematics Outside the Classroom / Science and Technology Outside the Classroom / Understanding Places and Society Through History and Geography Outside the Classroom / The Arts Outside the Classroom / Physical Development, Health and Well-being: The Role of Physical Education ‘Outside’ / PART III: OUTSIDE THE bOX / Residential Centres: Desirable Difference? / School Gardens and Forest Schools / Environmental Education in the National Park: Case Studies on Exmoor / Managed Learning Spaces and New Forms of Learning Outside the Classroom / Making a Difference: Learning on a Grand Scale


Play and Practice in the Early Years Foundation StageEdited by Natalie Canning, The Open University, U.K.

Play is an underlying theme of the Early Years Foundation Stage (EYFS) but it is often a challenge for practitioners to provide a play based curriculum. This book investigates the values and beliefs that underpin play and demonstrates through case studies how play opportunities can be observed,

planned and assessed in a meaningful context for the child. Organized into four sections that mirror the EYFS, this book takes you through the curriculum framework demonstrating how play underpins each of these principles and is the common thread that links them together.

CONTENTS PART I: A UNIQUE CHILD / Case Study: Playing with Cardboard Boxes / Identifying Unique Qualities in Play / Celebrating Children’s Play Choices / Including and Enabling All Children as Individuals / PART II: POSITIVE RELATIONSHIPS / Case Study: Play and Family Support in a Children’s Centre / The Role of Play in Supporting Positive Relationships / Parental Partnerships / Making Connections between Home, the Setting and Key Workers / PART III: ENAbLING ENVIRONMENTS / Case Study: Using Indoor and Outdoor Spaces / Exploring the Possibilities of the Play Environment / Play Environments in Practice / Inspiring Environments for Inspirational Play / PART IV: LEARNING AND DEVELOPMENT / Case Study: Going to the Moon / Playing and Learning: Ways of Being in Action / Creative Play for Flexible Learning / The Need to Measure Play?


A Developmental Approach to Educating Young ChildrenDenise H. Daniels, Cal Poly, San Luis Obispo • Patricia K. Clarkson

The early school years provide critical opportunities for children to develop foundational skills and positive attitudes toward learning. This book, the first in the Classroom Insights from Educational Psychology series, gives current and prospective PreK–3 teachers valuable

insight into how young children feel, think, and learn. Denise H. Daniels and Patricia K. Clarkson show how current research and theory from educational psychology can be applied to create a child-centered learning environment and to develop best practices for instruction.

CONTENTS 1. Developmental Perspectives and Educational Practice: Viewing Children and Teachers in the Big Picture / 2. Early School Adjustment: Fostering Adjustment and Self-Regulation / 3. The Primacy of Relationships in the Early School Years: Fostering Relationships / 4. Developmentally Appropriate Classroom Practices: Fostering Learning in the Classroom / 5. Learning in Digital and Natural Environments: Connecting Learning Out of the Classroom / Conclusion: Guiding Children on Positive Developmental Pathways Through School

Paperback ISBN: 978-1-4129-8114-9 • ©2010 • 208 pages • Corwin

Understanding Creativity in Early ChildhoodMeaning-Making and Children’s DrawingSusan Wright, Professor of Education, Nanyang Technological University, Singapore

How can we understand young children’s development in greater depth? How do they view the world around them, and what do they think the future might look like?

Creativity in early childhood is an area of fascination for all those working with young children, and this text investigates why children create, and what their creations mean. Chapters describe the processes and depict the outcomes of meaning-making, and of making room for children’s voices through the open-ended activity of drawing.

CONTENTS Creativity: Meaning-Making and Representation / Surfacing the Voices of Children: The Role of the Interlocutor / Intratextuality in Drawing-Telling / Drawing and Embodiment / Intertextuality: Borrowing with a Personal Stamp / Ancient Forms: New Worlds / Implications for Teaching


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Early Childhood Curriculum

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A Child’s brainThe Need for NurtureRobert Sylwester, University of Oregon, Eugene

Robert Sylwester, author of 10 books, has written this volume to help parents and educators understand children’s cognitive development and provide suggestions on how to nurture children to their full potential. This rich resource helps parents and educators understand the biological, emotional, and neurological changes that occur during childhood so they can support children’s learning, socialization, and growth.

CONTENTS PART I: UNDERSTANDING CHILDHOOD / 1. Nature and Nurture: From Past to Present / 2. Mastering Movement: From Imitation to Exploration / 3. Brain Organization: From Input to Output / 4. Development and Growth: From Womb to World / PART II: NURTURING CHILDHOOD / 5. Nurturing: From Unconditional Love to Behavioral Limits / 6. Family and Friends: From Close to Loose Bonds / 7. Nutrition: From Necessary to Nice / 8. The Unexpected: From Joys and Toys to Fears and Tears / 9. Childhood Illness: From Short to Long Term / 10. Intelligence, Creativity, and the Arts: From What Is to What Could Be / 11. Home and Beyond Home: From Biology to Technology / 12. Preparing for Adolescence: From a Sheltered Childhood Toward an Autonomous Adulthood


Risk and Adventure in Early Years Outdoor PlayLearning from Forest SchoolsSara Knight, Anglia Ruskin University

This book will give you the confidence to offer the children in your setting adventurous and challenging outdoor activities, as well as ways to utilize natural resources to their best advantage. There is clear, practical advice on what you need to do, which is underpinned by the theory that supports the benefits

of this approach. Examples from settings are included, to illustrate best practice and to show how things can be achieved.

CONTENTS Introduction: Why Adventure, Why Risk? / Earth / Water / Air / Fire / Seasonal Changes / Heuristic Play / Natural Creativity / Risk and Danger

Paperback ISBN: 978-1-8492-0630-3 •©2012 • 152 pages • SAGE •

Play and Learning in the Early YearsFrom Research to PracticeEdited by Pat Broadhead, Leeds Metropolitan University • Justine Howard, University of Swansea • Elizabeth Wood, University of Exeter

With contributions from leading play scholars, this text brings together theory, research, policy and practice in relation to play and learning in early years settings.

CONTENTS Developing Integrated Pedagogical Approaches to Play and Learning / Learning to Play in a Cultural Context / Co-Operative Play and Learning from Nursery to Year One / ‘Born to Play’: The Biocultural Roots of Rough and Tumble Play, and Its Impact upon Young Children’s Learning and Development / Playing on the Edge: Perceptions of Risk and Danger in Outdoor Play / Identity in Young Children’s Drawings: Power, Agency, Control and Transformation / Supporting a Playful Approach to Drawing / Play Is a Complex Landscape: Imagination and Symbolic Meanings / Making the Most of Play in the Early Years: The Importance of Children’s Perceptions / Play Metacognition and Self-Regulation / Conclusion: Understanding Playful Learning and Playful Pedagogies: Towards a New Research Agenda


Children, Play, and DevelopmentFourth EditionFergus P. Hughes, University of Wisconsin-Green Bay

The Fourth Edition of this seminal text on play discusses the relationship of play to the physical, social, intellectual, and emotional growth of the child. The author explores the historical, sociocultural, and ethological context of play; the role of development in play; and the wide range of theories that provide a framework for interpreting play.

CONTENTS PART I: THE CONTEXT OF PLAY / 1. Historical and Theoretical Viewpoints / 2. Ethological and Cultural Perspectives / PART II: THE DEVELOPMENT OF PLAY / 3. The First Two Years of Life / 4. The Preschool Years: From 2 to 5 / 5. Play in Later Childhood and Adolescence / PART III: INDIVIDUAL DIFFERENCES IN PLAY / 6. Gender Differences in Play / 7. Play in Special Populations / PART IV: THE bENEFITS OF PLAY / 8. Play and Intellectual Development / 9. The Social Benefits of Play / 10. The Uses of Play in Therapy


Development in Early ChildhoodPlay

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Assessment for Learning in the Early Years Foundation StageJonathan Glazzard, University of Huddersfield • Denise Chadwick, University of Huddersfield • Anne Webster, Teacher • Julie Percival, University of Huddersfield

Throughout this book there are plenty of practical examples from a range of early years settings, with case studies for the birth to five year age range.

CONTENTS Assessment for Learning: Theoretical Perspectives and Leading Pedagogy / Values and Principles of Assessment in the Early Years Foundation Stage / Enabling Environments / Personalized Learning: Looking at Children Holistically / Listening to Children and Each Other / Collecting Meaningful Evidence / Summarizing Learning and Development at the End of the Early Years Foundation Stage / Involving Parents and Careers as Partners in Assessment / What Impacts on Children’s Learning and Development? / The Early Years Foundation Stage and beyond


Understanding Schemas and Emotion in Early ChildhoodCath Arnold, Pen Green Early Years Centre

The book is based on groundbreaking research focusing on the role of schemas and repeated patterns of action in young children’s cognitive and emotional development.

CONTENTS Early Years Practitioners and Parents Engaging in Child Study / Ewan: Developing a Ritual for Separating / John: Exploring Lines and Connecting and Coming to Understand Separations / Caitlin: Containing, Enveloping and Transporting / Edward: Exploring ‘together and apart’ and Moving from ‘Vertical’ to ‘Horizontal’ with Objects / Sam: Enveloping, Containing and Seriating to Understand Separation and Loss and the Distribution of Power / Susan: Containing, Enveloping and Going through Boundaries / Cara: Trying to Make Sense of a Death in Her Family / The Inside Story: An Early Years Practitioner Studying Children’s Emotions / Conclusions and Theorizing about Schemas and Emotions


Wellbeing from birthRosemary Roberts, Author and Early Years consultant

Essential reading for anyone studying early childhood, and for managers and practitioners working with young children and their families, this book is an inspirational guide to developing a framework for wellbeing from birth.

CONTENTS PART I: INTRODUCING WELLbEING / Early Childhood Matters / Wellbeing Themes / PART II: THE THEORY OF WELLbEING / The ABC Of Wellbeing /

Companionable Learning / PART III: EVERYDAY WELLbEING / Children’s Wellbeing / All to Play for / PART IV: INVESTING IN WELLbEING / Observation, Assessment and Planning / Being Key Companions / When Things Go Wrong / Wellbeing and Integration

Paperback ISBN: 978-1-8486-0721-7 • ©2010 • 224 pages • SAGE • •

Assessment in Early ChildhoodDiversity

Understanding Cultural Diversity in the Early YearsPeter Baldock, Education Consultant, Sheffield

With an optimistic outlook, and focusing on the advantages for learning that cultural diversity can offer, the book discusses the concepts of culture, multi-culturalism and inter-cultural competence, and describes the principles that underpin good practice.

CONTENTS What Is Your Culture? / Multiculturalism and Its Alleged Failure / The Idea of Intercultural Competence / The Background to Daily Practice: Curriculum Guidance, Discussion with Interested Parties and Twinning with Settings Abroad / Daily Practice with the Children: Resources, Sources of Support, Festivals and Dealing with Prejudice / The Inclusion of Children from Minority Communities / The Overwhelmingly White British Setting / The Setting That Is Not Primarily White British


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New editioN

Home, School, and Community CollaborationCulturally Responsive Family InvolvementSecond EditionKathy B. Grant, SUNY Plattsburgh • Julie A. Ray, Southeast Missouri State University

The Second Edition of this comprehensive textbook for family engagement courses uses the culturally responsive family support model to prepare early childhood and elementary teachers to work effectively with the diverse families of their students. With more than 20 contributing authors who are experts in the field representing multiple perspectives, the text provides information and strategies to help teachers understand, appreciate, and support diverse families, as well as promote classroom family engagement.

CONTENTS SECTION I: UNDERSTANDING FAMILY INVOLVEMENT: bUILDING A KNOWLEDGE bASE FOR CULTURALLY RESPONSIVE FAMILY ENGAGEMENT / 1. Family Engagement and the Responsive Educator / 2. Theories and Models for Family Engagement in Schools / 3. Supporting Families as They Parent Today’s Children / SECTION II: APPRECIATING FAMILIES: TODAY’S DIVERSE FAMILIES / 4. Structurally Diverse Families / 5. Culturally Diverse Families / 6. Students of Families in Transition / 7. Families Overcoming Obstacles / 8. Families in Abusive Situations / SECTION III: FAMILY ENGAGEMENT - PUTTING KNOWLEDGE AND SKILLS INTO ACTION / 9. Engaging Families in Their Child’s Learning at School and Home / 10. Teacher as Family Communication Facilitator / 11. Working with Families of Children with Exceptional Needs / 12. Teacher as a Family Resource and Advocate / 13. Schoolwide Family Engagement Activities: Family

Paperback ISBN: 978-1-4129-9074-5 • February 2012 • 464 pages • SAGE

Educational PartnershipsConnecting Schools, Families, and the CommunityAmy Cox-Petersen, California State University, Fullerton

This comprehensive text helps prepare pre-service and in-service teachers to build and sustain family, school, and community partnerships that are vital to student success. Focusing on grades preK–8, and with a particular emphasis on diverse families and learners, this book helps

teachers to overcome barriers, create action plans, and sustain partnerships over time.

CONTENTS PART I: THE bASICS OF EDUCATIONAL PARTNERSHIPS / 1. The Importance of Educational Partnerships / 2. History of Educational Partnerships / 3. Meeting the Needs of All Children in the 21st Century / 4. The Makeup of Families Today: Culturally Relevant Strategies to Enhance Partnerships / PART II: bUILDING EFFECTIVE PARTNERSHIPS / 5. Building Family-School Partnerships / 6. Schools and Community: Working Together and Respecting Diversity / 7. / Partnering With Community Organizations and Resources / 8. Barriers to Partnerships / PART III: PLANNING FOR AND SUSTAINING SUCCESSFUL PARTNERSHIPS / 9. Seeking and Sustaining Successful Partnerships / 10. Planning for Partnerships / 11. Implementing and Sustaining Successful Partnerships


New!

Empowering Family-Teacher PartnershipsBuilding Connections Within Diverse CommunitiesMick Coleman, University of Georgia

This text prepares students to work collaboratively with families and community professionals in support of children’s early education and

development. Students are invited to develop a personal philosophy of family involvement to guide their work with families and to join a community of learners in relying upon their collective insights and problem-solving skills to address family involvement challenges.

CONTENTS SECTION I: FOUNDATIONS OF FAMILY INVOLVEMENT / 1. Contemporary Family Lives and Early Childhood Learning Environment / 2. Developing a Guiding Philosophy of Family Involvement / 3. Benefits of Family Involvement for Children / 4. Benefits of Family Involvement for Families and Teachers / SECTION II: UNDERSTANDING FAMILY LIVES IN CONTEMPORARY SOCIETY / 5. Normed Families: Single-Parent Families, Stepfamilies, and Grandparents as Caregivers / 6. Emerging and Vulnerable Families: Gay and Lesbian Families and Families Living in Poverty / 7. Families of Children with Disabilities / 8. Immigrant Families and Families from Nondominant Cultures: Understanding the Adaptation Process / 9. Adopting a Culturally Responsive Approach to Family Involvement / SECTION III: PLANNING FOR AND FACILITATING FAMILY INVOLVEMENT / 10. Responding to the Challenges of Family Involvement / 11. Empowering Families through Family Involvement / 12. Creating a Welcoming Environment for Families / 13. Communicating with Families / 14. Organizing your Family Involvement Program / SECTION IV: PROMOTING THE WELL-bEING OF ALL CHILDREN / 15. Protecting Children’s Health and Safety

Paperback ISBN: 978-1-4129-9232-9 • February 2012 • 392 pages • SAGE •

The School-Home ConnectionForging Positive Relationships With ParentsRosemary A. Olender, Consultant • Jacquelyn Elias, Retired Speech Therapist and School Administrator • Rosemary D. Mastroleo, Retired Teacher

Drawing on original research and the authors’ professional experiences, this resource presents a comprehensive approach to developing more

positive relationships with students and their families. With suggestions for cultivating a community network of support services and a summary of lessons for forging constructive relationships, The School-Home Connection is an essential tool for educators looking to strengthen the learning community and increase student achievement.

CONTENTS 1. Committing to the Relationship / 2. Recognizing Different Personalities / 3. Identifying Potential Red Flags / 4. Honing Solid Communication Skills / 5. Adopting Key Rules / 6. Using Flexibility to Enhance Relationships / 7. Documenting and Celebrating School Events / 8. Connecting Home and School / 9. Cultivating Resources / 10. Summarizing Global Lessons Learned


Parent/Home/School Relations

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Learning to Write and Loving It! Preschool–KindergartenMiriam P. Trehearne

This book equips teachers of young children with research-based practical strategies, assessment tools, and motivating writing activities that are easily applicable to all learning environments.

CONTENTS 1. Literacy Learning in Preschool and Kindergarten / 2. Research on Writing in Preschool and Kindergarten / 3. Assessing Writing in Preschool and Kindergarten / 4. Effective Instructional Approaches / 5. Writing Workshop / 6. Writing in Fiction and Nonfiction Genres / 7. Writing Songs and Poetry / 8. Play Plans Before and After Centers / 9. Writing Messages and Using Interactive Journals

Paperback w/CD • ISBN: 978-1-4522-0313-3 • ©2011 • 272 pages • Corwin

Teaching Early Reading and PhonicsCreative Approaches to Early LiteracyKathy Goouch, Canterbury Christ Church University • Andrew Lambirth, University of Greenwich

This book provides a critical and reflective look at approaches to teaching reading, and phonics in particular, which will help new teachers evaluate a range of methods

and be able to choose relevant strategies to suit their settings and individual pupils.

CONTENTS Sensible Approaches to the Teaching of Reading / Sensible Approaches to the Teaching of Reading / Critical Contexts / The Role of the Teacher / Knowledge for Reading / Environments for Reading / Resources for Reading / Reading Routines / Talk, Reading and Writing / Assessment of Reading / Conclusions: Principles and Practice


Preventing Misguided ReadingNew Strategies for Guided Reading TeachersJan Miller Burkins, University of Georgia and Literacy and Coaching Consultant • Melody Croft, Reading Specialist and Reading Recovery Teacher

Burkins and Croft help teachers prevent guided reading from going astray by presenting strategies, adaptations,

and supports that help them work through common instructional problems.

CONTENTS 1. Reframing the Gradual Release of Responsibility / 2. Revisiting Instructional Reading Level / 3. Reconsidering Text Gradients / 4. Realigning With Balanced Instruction / 5. Recommitting to Integrated Processing / 6. Redesigning Literacy Assessment


More Write DanceExtending Development of Write Dance for Children age 5-9 Second EditionRagnhild Oussoren, Education trainer

Write Dance is a lively, innovative, and above all, fun approach to developing prewriting and writing skills using movement. More Write Dance uses music, instructions and illustrations to help teachers guide children on how to refine and develop their drawings

to achieve fluent letter strings.

CONTENTS Foundation Movements and Letter Groups / Exercises: Preparatory and supporting / Write Drawing and Breathing / Exercises: Rounded and Straight / Eight Write Dance Cartoon Figures / The Writing Posture Rhyme / Writing Sheets and (Sound) Words / Letters A to Z / Capitals / Numbers / Music Drawings / Appendices and Copy Sheets:


Young Children ReadingAt home and at schoolRachael Levy, University of Sheffield

Developing and supporting literacy is an absolute priority for all early years settings and primary schools. By presenting extensive research evidence, Rachael Levy shows how some of our tried and tested approaches to teaching reading may be counter-productive, and are causing some young children to lose confidence in their abilities as readers. This book encourages the reader to reflect critically on the

current reading curriculum, and to consider ways in which their own practice can be developed to match the changing literacy landscape of the 21st century.

CONTENTS 1. Becoming a Reader in a Digital Age / 2. Children’s Perceptions of Reading: Defining ‘Reading’ in the Nursery / 3. Children’s Perceptions of Reading: Defining ‘Reading’ in Reception / 4. Perceived Uses and Affordances of Book Texts / 5. Reading in Multidimensional Forms / 6. What Reading Means at Home and at School / 7. From Research to Practice


Child LanguageAcquisition and DevelopmentMatthew Saxton, University of London

This text presents the latest thinking and research on how children acquire or develop their first language, written and developed in a manner that will be stimulating and interesting for a range of undergraduate students.

CONTENTS Landmarks in the Landscape of Child Language / Can Animals Acquire Human Language? Shakespeare’s

Typewriter / The Critical Period Hypothesis: Now or Never? / Input and Interaction: Tutorials for Toddlers / Language in the First Year: Breaking the Sound Barrier / The Developing Lexicon: What’s in a Name? / The Acquisition of Morphology: Linguistic Lego / Linguistic Nativism: To the Grammar Born / The Usage-Based Approach: Making It up as You Go Along / You Say Nature, I Say Nurture: Better Call the Calling Off Off


Emergent Literacy Language Development

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Language Development

Essentials of Literacy from 0-7A Whole-Child Approach to Communication, Language and Literacy Second EditionTina Bruce, Honorary Visiting Professor at Roehampton

University • Jenny Spratt, Peterborough City Council

In this new edition the authors guide readers in understanding of child development. They highlight the need for those who work with young children to become reflective practitioners. Through a focus on the introduction of nursery rhymes, finger rhymes, action songs and poetry cards, the authors provide a gentle, child-friendly way to develop literacy 0-7.

CONTENTS Introducing the Essentials of Communication, Language and Literacy / Observing Children in an Enabling Environment / Parent/Baby Songs / Finger Rhymes / Mark-Making and Writing / Action Songs: On the Spot / Action Songs: Moving around / Nursery Rhymes / Poetry Cards: Mapping Sounds onto Letters


Creative Ways to Teach LiteracyIdeas for Children aged 3 to 11Edited by Virginia Bower, Canterbury Christ Church University

Covering the essential areas of practice, this book suggests ways to make your literacy teaching as creative and engaging as possible. Sections advise on teaching narrative, poetry and non-fiction, and each chapter contains case studies and ideas to

try out in practice. Written for teachers working with children aged 3-11 years, and specifically aimed at those with responsibility for literacy, this book gives you the opportunity to develop children’s literacy in enjoyable and interesting ways.

CONTENTS PART I: NARRATIVE / Enhancing Children’s Writing / An Exploration of Traditional Tales / Writing from Experience / PART II: POETRY / Playground Games as a Foundation for Literacy Lessons / Using Poetic Form: An Approach to Poetry Writing in the Primary Classroom / Poetry is Slamming: Different Ways to Perform Poetry in Primary Schools / PART III: NON-FICTION / Inspiring and Enthusing Children as Readers and Writers of Non-Fiction / Lights, Camera, Action...Take 9! / Enhancing Children’s Language Acquisition and Development Through Non-Fiction


Language DevelopmentUnderstanding Language Diversity in the ClassroomEdited by Sandra Levey, Lehman College-CUNY • Susan Polirstok, Kean University

This text prepares educators to appreciate and understand how language development can affect learning and to develop strategies for working with students with language differences and disorders. Classroom examples and case studies have been integrated throughout

the book to illustrate some of the most common speech and language behaviors found in classrooms. This book will help teachers gain a deeper understanding of cultural language differences and how they may affect English language learners.

CONTENTS An Introduction to Language and Learning / Theories and Explanations of Language Development / Hearing and Listening Skills / The Impact of Hearing Loss on Speech and Language Development / The Production of Speech Sounds / The Role of the Brain in Speech and Language / Language Development from Birth to Age Three / Language Development from Ages Three to Five / Language Development from Age Six Through Adolescence / Supporting the Development of Literacy Skills from Infancy through School-Age / Educational Implications of Narrative Discourse / African American English in the Classroom / Bilingual Language Acquisition and Learning / Bilingual Speech Sound Development and Disorders / Fostering Teacher and Family Partnership in the Development of Language and Literacy


Using Talk to Support WritingRos Fisher, University of Exeter • Susan Jones, Educational Consultant • Shirley Larkin, University of Exeter • Debra Myhill, University of Exeter

This text presents an innovative approach to the teaching of early writing. Set within the context of national concern for achievement in the development of writing ability, the authors address the gap in understanding early teaching and focus on the exploration of talk and writing interface.

CONTENTS Classroom Poster / Learning to Write / Exploring Classroom Talk through Action Research / Talk to Generate Ideas / Writing Aloud: The Role of Oral Rehearsal / Talk into Writing / Talk for Reflecting on Writing / Talking about Writing: What the Children Told Us / Managing Talk for Writing in the Classroom / My Favourite Lesson


Language & Literacy in the Early Years 0-7 Fourth EditionMarian R Whitehead, Independent Consultant

This book provides an accessible account of modern linguistics and makes clear links between theory and practice. It offers ample guidance and many examples.

CONTENTS PART I: LANGUAGE AND LEARNING / Linguistics: The Study of Language / Sociolinguistics: Language and Cultures / Psycholinguistics: Early Language Acquisition

/ Psycholinguistics: Language and Thinking / The Early Years Practitioner and Knowledge about Language / PART II: LITERACY / Narrative and Storying / Books and the World of Literature / Early Representation and Emerging Writing / The Early Years Practitioner and Literacy


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Planting the Seeds of Algebra, PreK-2Explorations for the Early GradesMonica Neagoy, M.N. Mathematics Consulting

Algebra is the gateway to higher education, and preparing students to grasp algebraic concepts increases their opportunities to succeed. This book shows teachers how to create a strong foundation in algebra for very young

children. Using in-depth math “explorations,” the author unpacks—step by step—the hidden connections to higher algebra. She helps teachers foster mathematical habits of mind in students such as critical thinking, problem solving, adaptability, agility, communication, curiosity, and imagination. Growth in these ways of thinking and doing will transfer to other areas of education and life—raising the bar and challenging students to aspire.

CONTENTS EXPLORATION I / 1. Making 7 - The Lesson (Grades Pre-K-K) / 2. Behind Making 7 - Algebra Connections for All / 3. Beyond Making 7 - More Problems to Explore / EXPLORATION II: SUbTRACTION: MORE THAN JUST “TAKE AWAY” / 4. Sticker Stickler - The Lesson (Grades 1-2) / 5. Behind Sticker Stickler - Algebra Connections / 6. Beyond Sticker Stickler - More Problems to Explore / EXPLORATION III: PATTERNS AND FUNCTIONS: WHAT’S THE CONNECTION? / 7. Patterns of Cubes - The Lesson (Grade 2) / 8. Behind Patterns of Cubes - Algebra Connections For All / 9. Beyond Patterns of Cubes - More Problems to Explore / EXPLORATION IV: ODD AND EVEN NUMbERS: bEYOND THE LAST-DIGIT RULE / 10. Double Deckers - A Math-Night Presentation (Gr. K-1)

Paperback ISBN: 978-1-4129-9660-0 • April 2012 • 176 pages • Corwin

Mathematics Through Play in the Early Years Second EditionKate Tucker, Early Years Teacher and Trainer, Exeter

Teaching mathematics to young children in creative ways is made easy with this Second Edition of a wonderful book, which shows readers how to introduce mathematical concepts through play-based activities.

CONTENTS Why Play? / Creating and Using a Mathematical Environment / Creative Recording and Mathematical Graphics / Counting and Using Number / Pattern / Shape and Space / Measurement / Planning, Organizing and Assessing Independent Play / Parents as Partners: Involving Parents in Mathematics and Play


Teaching NumberAdvancing Children’s Skills and Strategies Second EditionRobert J Wright, Southern Cross University, Australia • Garry Stanger, New South Wales Department of Education & Training, Australia • Ann K Stafford, Mathematics Recovery, South Carolina • James Martland, University of Liverpool, U.K.

This book lets teachers identify where their students are in terms of number skills, and sets out a strategy for developing their knowledge. The authors show how to advance children’s learning across five stages of early arithmetical learning - emergent, perceptual, figurative, initial number, and facile number.


Early Childhood Math Early Childhood Social Skills

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Circle Time for the Very Young Third EditionMargaret Collins, Educational Consultant, Southampton

Circle Time is used to help form positive relationships, increase confidence and self-esteem and provide a safe environment to explore feelings and opinions. This text has been used by teachers and practitioners alike for the last ten years! Now in its Third Edition, this book has been fully updated and includes a CD

Rom to help you with Circle Time in your early years setting.

CONTENTS Introduction / How to Use This Book / A Framework for Circle Time / PSHE in Circle Time / Working with Younger (3-6 Years) and Older (6-9 Years) Children / The Structure for Circle Times in This Book / Theme 1: Friends and Friendships / Theme 2: Growing and Growing Up / Theme 3: Keeping Safe / Theme 4: Self-Esteem / Theme 5: Keeping Healthy / Theme 6: Feelings and Persuasion / Theme 7: Citizenship / Theme 8: Loss, Grief and Separation / Using Children’s Literature / Resources


Making Friends, PreK–3A Social Skills Program for Inclusive Settings Second EditionRuth Herron Ross • Beth Roberts-Pacchione, both at Wanna Play Program Inc.

Set students on a path to success with this newly-titled revision of the popular Wanna Play.

CONTENTS Introduction: Welcome to the Wanna Play Program / Guidelines for Curriculum Success / How to Use this Book / Social Interaction Checklist / Unit 1. Discovering Social Skills / Unit 2. Using Appropriate Eye Contact for Interaction / Unit 3. Social Skills for Interacting With Friends / Unit 4. Appropriate Body Behavior / Unit 5. Appropriate Emotional Behavior / Unit 6. Appropriate Behavior in a Group / Unit 7. Playing Games


How to Promote Children’s Social and Emotional CompetenceCarolyn Webster-Stratton, University of Washington

For teachers of children aged four to eight years, this book demonstrates how to set up individualized programs to address the special social and emotional needs of children at risk because of learning difficulties, hyperactivity, impulsiveness, attention deficit disorder, language and reading delays, and aggressive behavior.

CONTENTS Working with Parents / Building Positive Relationships with Students / The Proactive Teacher / Promoting Positive Behaviour / Promoting Positive Behaviour / Managing Student Misbehaviours / Managing Misbehaviours / Managing Misbehaviours / Teaching Students to Problem-Solve / Peer Problems and Friendship Skills / Helping Students Learn to Handle Emotions

Paperback ISBN: 978-0-7619-6501-5 • ©2000 • 336 pages •

New!

Inclusion in the Early Years Second EditionCathy Nutbrown, University of Sheffield, U.K. • Peter Clough, University of Chester, U.K.

This insightful text shows how practices in a range of early years settings can be influenced by the attitudes and responses of adults in those settings. The authors argue for a broad definition of inclusion, not limited to those with learning difficulties or impairment, but addressing factors affecting all members of the learning community. The book presents a number of original stories (generated from a recent research project carried out by the authors) of how the lives of practitioners, parents and children have been affected by inclusive and non-inclusive practices.

CONTENTS The Politics of Inclusion / Cultures of Inclusion in the Early Years: Mapping the Territories / Key Studies on Inclusion in the Early Years: Setting the Scene / Re-Defining Inclusion / Re-Thinking inclusion / Still Talking Inclusion / Including Children? / Including Parents? / Including Staff? / Including: The Future?

Paperback • June 2012 • SAGE

Special Needs and Early YearsA Practitioner Guide Third EditionKate Wall, University of Chichester

In the Third Edition of this influential textbook, Kate Wall blends theory and practice with an informative and highly accessible writing style to provide a detailed analysis of provision for young children with additional needs.

CONTENTS Legislation and Policy / Families of Children with Special Needs / Partnerships with Parents / Responding to the Affective Needs of Young Children / Observation and Assessment / Programmes of Intervention / Interagency Working / Inclusive Education for Young Children / Key Issues for Consideration


Policy Issues in the Early YearsLinda Miller, The Open University • Denise Hevey, University of Northampton

In the last decade there have been substantial developments in the field of Early Years Education and Care, and this book provides a unique and critical insight into some of the most significant issues affecting Early Years policy. Chapters are written by leading authorities and researchers in the field and draw on current research, address key debates and offer international perspectives. Each chapter draws attention to key themes and issues in Early Years theory, policy and practice.

CONTENTS Introduction: Critical Perspectives on Early Years Policy-Making / PART I: POVERTY, SOCIAL DISADVANTAGE AND YOUNG CHILDREN / Poverty, Disadvantage and Social Exclusion / Closing the Gap: Policy into Action / Promoting Infant Mental Health: A Public Health Priority / PART II: EVIDENCE-bASED INTERVENTIONS IN EARLY YEARS / Enhancing Potential in Children (EPIC) / Safeguarding, Well-Being and Universal Services: A Case Study of Scotland / Parenting Policies and Skills Strategies in the United Kingdom / Play as a Foundation for Learning? The Rhetoric and Reality of the National Strategy for Early Education and Assessment in England / PART III: MARKETIZATION AND DEMOCRATIZATION / Making Democracy a Fundamental Value in Early Childhood Education and Care (ECEC) - Meaning What? / Marketization of Early Years and Childcare Services / Early Years Services as a Vehicle for Democratization: ISSA’s Experience in Supporting Practitioners’ Professional Development, Building Partnerships and Influencing Systems / Conclusion / Critical Perspectives on Policy Implementation


Implementing Quality Improvement & Change in the Early YearsEdited by Michael Reed, University of Worcester • Natalie Canning, The Open University

By examining issues surrounding quality improvement, the importance of reflective practice and the attributes required in the workplace to effect change and leadership, this book provides a contemporary view of practice. Chapters focus

on how settings can improve quality experiences for young children and how to implement strategies that lead to quality improvement.

CONTENTS PART I: QUALITY IMPROVEMENT: PROCESS OR PRODUCT? / What Do We Mean by Quality and Quality Improvement? / Childminding: An Essential Part of Quality Childcare in the Community Quality Improvement: Integrated Working / Reflective Practice is the Key to Quality Improvement / PART II: QUALITY IMPROVEMENT IN ACTION / Exploring the Concept of Quality Play / Now We’ve Got It, How do we Know it’s Working? Evaluating the Quality Impact of Technology in the Early Years / Improving Quality: Do Not Forget Creativity / PART III: QUALITY IMPROVEMENT - PROFESSIONAL PRACTICE / Quality Matters because Quality Protects / ‘Go Softly...’ : The Reality of ‘Leading Practice’ in Early Years Settings / Parents and Practitioners: Improving Quality / Improving Quality in the Early Years, Starting with the Student Experience / Conclusion


Special Education in Early Childhood Administration & Program Development

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Extending Professional Practice in the Early YearsEdited by Linda Miller • Carrie Cable • Rose Drury, all at The Open University

Encouraging readers to take a critical stance in relation to a variety of themes and issues, this book is aimed at early years practitioners engaged in on-going learning and working in a diverse range of settings. Throughout the text, authors reflect

common concerns such as the rights of children, diversity, and a more holistic approach to working with young children, and highlight key research in the field.

CONTENTS / PART I: LISTENING TO CHILDREN / PART II: DIVERSITY AND TRANSITIONS / PART III: PEDAGOGY AND PRACTICE / PART IV: LEADERSHIP AND CHANGE


Achieving Outstanding on your Teaching PlacementEarly Years and Primary School-based TrainingJonathan Glazzard, University of Huddersfield • Jane Stokoe, Teacher

With a focus on practical, this book provides essential guidance on how to translate the

‘outstanding’ criteria into practice. Packed with case studies, practical tasks and links to the (QTS) standards, the authors break down the OfSTED criteria so that you can identify the skills and knowledge you need to make the most of your placements.

CONTENTS Outstanding Professional Attributes / Table of Acronyms / Glossary of Key Terms / Introduction / Professional Attributes / Professional Knowledge and Understanding / Planning for Teaching and Learning / Outstanding Teaching / Assessment for Learning / Team Work / Classroom Management / Pursuing your own Professional Development / Organising your Files / Going Beyond the Standards / Developing your own Professional Identity


Leading and Managing in the Early Years Second EditionCarol Aubrey, University of Warwick, UK

This Second Edition explores and integrates leadership and management practice with a real understanding of early years settings.

CONTENTS 1. The early childhood leaders’ agenda / 2. Leadership in English early childhood education and care /

3. Practitioners’ understandings of early childhood leadership / 4. Early childhood leaders’ work / 5. ‘I don’t like the idea of making a profit … exploiting those on low wages’ / 6. Journeys into leadership / 7. Mentoring as a leadership strategy / 8. The challenge of leading multi-agency teams / 9. Leading in a time of change / 10. Reflective practice and action learning / 11. Reflections / Revisiting our initial objectives


Integrated Children’s ServicesJohn M Davis, University of Edinburgh

This book looks at how children’s services can work together more effectively; by taking an approach that is grounded in research, the book engages critically with both the benefits and the pitfalls of integrated working. The book encourages the reader to reflect on their own background and how this influences their view of specific children, families and fellow professionals, as well as their own practice.

CONTENTS Defining Integration: What Are the Different Approaches? / Integrated Early Years Services: Co-Location, Roles and Development / Integrated Children’s Services and Ethnicity / Strategic Planning of Integrated Child and Adolescent Mental Health Services / Participation, Disabled Young People and Integrated Children’s Services / Analysing Participation in Local Authorities: A Politically Nuanced Holistic Approach / Conceptual Integration in Children’s Services


Theories and Approaches to Learning in the Early YearsEdited by Linda Miller, The Open University • Linda Pound, Education Consultant

By focusing on key figures in early years education and care, this book considers the influential thinkers and ground-breaking approaches that have revolutionized practice. With contributions from the leading authorities and researchers in the field, chapters provide an

explanation of the approach, an analysis of the theoretical background, case studies from practice and questions and discussion points to facilitate critical thinking.

CONTENTS PART I: THEORETICAL AND ANALYTICAL POSITIONS / Not Just The Tip of The Iceberg: Psychoanalytic Ideas and Early Years Practice / Postmodern and Post-Structuralist Perspectives on Early Childhood Education / PART II: FOUNDATIONAL THEORIES / Froebel Today / Maria Montessori in the United Kingdom 100 Years On / Steiner Waldorf Early Childhood Education: Offering a Curriculum for the 21st Century / PART III: CONTEMPORARY THEORIES / The HighScope Approach / The Wisdom of Vivian Gussin Paley / Forest Schools in the Early Years / Relationships with People, Places and Things: Te Whãriki / Critical Issues


Making a Difference10 Essential Steps to Building a PreK-3 SystemLinda Sullivan-Dudzic, Kitsap Community Resources Head Start • Donna K. Gearns • Kelli Leavell

Drawing on more than 20 years’ success with a PreK–3 system in Washington state, the authors present a 10-step, field-tested model that demonstrates how early childhood professionals and K–12 school leaders can outline a clear implementation plan for an integrated PreK–3 system.

CONTENTS 1. Establishing Need and Common Interests / 2. Locate and Connect With Your Early Childhood Learning Environments / 3. Develop a Leadership Group / 4. High Quality Professional Development / 5. Connect and Align Quality PreK to Kindergarten / 6. Maximize the Benefits of Full-Day Kindergarten / 7. Align and Connect Full-Day Kindergarten With Grades 1-3 / 8. Conquer the Fade Out / 9. Create a Sustainable System of Support / 10. Review, Revise, and Extend


Administration & Program Development

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Professionalization, Leadership and Management in the Early YearsEdited by Linda Miller • Carrie Cable, both at The Open University

By leading authors in the field, this book in a new series offers critical and reflective treatment of a core early years topic which is covered by every early childhood course.

CONTENTS The Changing Face of Professionalism in the Early Years / PART I: LEADING, MANAGING AND NEW PROFESSIONAL IDENTITIES / Leading and Managing in the Early Years / Challenging Identities: A Case for Leadership / Early Years Professionalism: Issues, Challenges and Opportunities / Child Care Practitioners and the Process of Professionalization / Working in Multidisciplinary Teams / PART II: TOWARDS A NEW PROFESSIONALISM IN THE EARLY YEARS / Constructions of Professional Identity / Contested Constructions of Professionalism within the Nursery / Where Are the Men? A Critical Discussion of Male Absence in the Early Years / Towards Professionalism / A New Professionalism


Multi-agency Working in the Early YearsChallenges and OpportunitiesMichael Gasper, Educational Consultant and Researcher

Getting multi-agency working right is an exciting but challenging goal in early years care and education. This book suggests ways to draw together the different professional ideas, methods, and targets.

CONTENTS What is partnership working, where did it come from and why is it important? / The models and principles that

form the basis of partnership working in practice / Developments in partnership working / Partnership working in practice / Why partnership working matters / Leadership and management issues in multi-agency settings / The ‘new professionals’


Management of Young Children

A Quick Guide to behaviour Management in the Early YearsEmily Bullock, Teacher, International School • Simon Brownhill, University of Derby

Managing the behavior of young children can be a real challenge, and this book provides you with 100 tried and tested ideas for the long, medium, and short term. It tells you how to select and adopt the right approach, how to analyze, reflect on, and modify your

own practice to ensure that you are consistent, fair, and that positive behavior develops.

CONTENTS Teachers’/Practitioners’ Management Strategies / Teachers/Practitioners and Child Management Resources / ‘Handy’ Behaviour Management Strategies / Personal Behaviour Management / Communicating Behaviour Resources / Structures and Approaches / ‘Timed’ Management Strategies / Influential Management Strategies / Reflective Resources / Rewarding Good Behaviour

Paperback ISBN: 978-0-8570-2165-6 • ©2012 • 136 pages • SAGE•

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Research Methods in Education

Doing Your Early Years Research ProjectA Step by Step Guide Second EditionGuy Roberts-Holmes, University of London

This new edition of a much-loved book guides you through your Early Years research project from start to finish and draws on the work of Early Years practitioners to illustrate concepts and methods, bringing the entire

process to life. Packed with research summaries, key points, checklists and discussion topics, the author shows you how to organize and structure your project, write a literature review, interpret findings and present/write up your project. This edition has been fully updated and revised to include up-to-date references, a focus on ‘Reflective Practice’, and coverage of Early Years Foundation Stage.

CONTENTS You Can Do Research! / Your Research Story, Methodology and Research Questions / Ethical Issues in Early Childhood Research / Designing Your Research / Organising and Writing up Your Research Project / Observation: Looking and Listening / Creative Listening to Young Children / Interviewing Children and Adults / Writing and Using Questionnaires / Analysing Your Data


Work-based Research in the Early YearsEdited by Sue Callan, The Open University • Michael Reed, University of Worcester

This text focuses on the key of work-based research which is something all early years practitioners must undertake.

CONTENTS Introduction/Rationale for the Text / Concepts of Quality and Ethical Practice / Investigating Practice in the Early Years: Improving Quality / Research as Reflective Practice:

Exploring Values, Assumptions and Attitudes / Taking a Critical Approach to the Literature Review / Clarifying Purpose, Methods and Outcomes / Explaining Triangulation / Continuing the Reflective Process in an Evolving Study / Presenting and Discussing Results and Outcomes / Creating Environments and Cultures for Enquiry


Early Childhood Education Four-Volume SetEdited by Iram Siraj-Blatchford • Aziza Mayo, both at University of London, U.K.

Early years and early childhood is a vibrant area of educational practice. The field is continually developing and is faced with contemporary advances, challenges, and debates in terms of theories, research, and practice. This collection, compiled by Iram Siraj-Blatchford, one

of the most influential researchers in early years education, and Aziza Mayo, an emerging expert, provides an authoritative overview of early years education.

CONTENTS VOLUME I: FOUNDATIONAL AND CONTEMPORARY THOUGHT ON YOUNG CHILDREN, HOME AND SOCIETY / VOLUME II: IMPLICATIONS FOR EARLY CHILDHOOD CURRICULUM AND PEDAGOGY / VOLUME III: EARLY CHILDHOOD PROGRAMMES, SOCIAL MObILITY AND SOCIAL JUSTICE / VOLUME IV: CURRENT DEbATES IN EARLY CHILDHOOD EDUCATION RESEARCH

Hardcover: $1050.00 • ISBN: 978-1-8492-0737-9 • ©2012 • 1632 pages • SAGE •

Early Childhood Literacy Four-Volume SetEdited by Kate Pahl, University of Sheffield, UK • Jennifer Rowsell, Brock University, Canada

Early Years literacy research represents the foundation of literacy education, influencing the trajectory of literacy development as far as the high school years. This collection features key discussions and debates about the application of particular methods within the field, by drawing on multiple methodological approaches and diverse theoretical perspectives.

CONTENTS VOLUME I: EARLY LITERACY IN THE HOME / PART I: LITERACY AND HOME CULTURE / PART II: MULTILINGUAL AND bILINGUAL PRACTICES / PART III: STORY AND PICTURE bOOKS / PART IV: SHARED bOOK READING / VOLUME II: EARLY LITERACY AND INTERVENTIONS / PART I: EARLY LITERACY INTERVENTIONS / PART II: COMPREHENSION / PART III: FAMILY LITERACY / PART IV: CURRICULUM / VOLUME III: EARLY LITERACY AND SOCIOCULTURAL TURN / PART I: IDENTITY / PART II: PLAY / PART III: THE ARTS / VOLUME IV: NEW DIRECTIONS / PART I: POLICY / PART II: ECOLOGICAL / PART III: DIGITAL


Recommend to Your Library

The SAGE Handbook of Developmental DisordersEdited by Patricia Howlin, King’s College London, U.K. • Tony Charman, Institute of Education, London, U.K. • Mohammad Ghaziuddin, University of Michigan, Ann Arbor

Reflecting the enormous changes that have taken place in our knowledge and understanding of developmental disorders, this groundbreaking international volume brings this vast and complex field together for the first time. The editors have collected together the world’s

leading academic scholars and clinicians, to explore how current research across a range of different disciplines can inform academic knowledge and clinical practice and help to improve the lives of individuals and their families.

CONTENTS PART I: OVERVIEW / Introduction / PART II: DISORDERS WITH A KNOWN GENETIC CAUSE / Down Syndrome: General Overview / Down Syndrome: Lifetime Course and Strategies for Intervention / Fragile X Syndrome: Medical and Genetic Aspects / Fragile X Syndrome: Life Course and Strategies for Intervention / Williams Syndrome: Overview and Recent Advances in Research / Prader-Willi Syndrome / Angelman Syndrome / Rett Disorder / Smith-Magenis Syndrome / Tuberous Sclerosis Complex / Velo-Cardio-Facial Syndrome/ 22q11 Deletion Syndrome / Cornelia de Lange, Cri du Chat and Rubistein Taybi Syndromes / PART III: DISORDERS WITH COMPLEX OR AS YET UNKNOWN CAUSES / Attention-Deficit/ Hyperactivity Disorder / Autism Spectrum Disorders: General Overview / Autism Spectrum, Disorders: Interventions and Outcomes / Developmental Language Disorders: Overview / Developmental Language Disorders: Lifetime Course and Strategies for Intervention / Intellectual Disability: Concepts, Definitions and Assessment / Intellectual Disability: Lifetime Course and Strategies for Intervention / The Disintegrative Disorders / Epileptic Disorders / Tourette Syndrome / PART IV: ENVIRONMENTALLY INDUCED DISORDERS / Acquired Brain Injury during Childhood / Foetal Alcohol Spectrum Disorders / Preterm and Low Birth Weight Babies / Extreme Deprivation


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empowering Family-teacher PartnershipsBuilding Connections Within Diverse Communities

Mick Coleman, University of Georgia

this text prepares students to work collaboratively with families and community professionals in support of children’s early education and

development. Students are invited to develop a personal philosophy of family involvement to guide their work with families and to join a community of learners in relying upon their collective insights and problem-solving skills to address family involvement challenges.

Paperback ISBN: 978-1-4129-9232-9 • February 2012 • 392 pages

home, School, and Community CollaborationCulturally Responsive Family Involvement

second Edition

Kathy B. Grant, SUNY Plattsburgh • Julie A. Ray, Southeast Missouri State University

the Second edition of this comprehensive textbook for family engagement courses uses the culturally responsive family support model to prepare early childhood and elementary teachers to work effectively with the diverse families of their students. With more than 20 contributing authors who are experts in the field representing multiple perspectives, the text provides information and strategies to help teachers understand, appreciate, and support diverse families, as well as promote classroom family engagement.

Paperback ISBN: 978-1-4129-9074-5 • February 2012 • 464 pages

New!

New editioN!

Promote classroom and family engagement…

Arnold Understanding Schemas and Emotion in Early Childhood ......................................................................... 6

Aubrey Leading and Managing in the Early Years, 2e ........ 12

baldock Understanding Cultural Diversity in the Early Years .............................................................. 6

beckley Learning in Early Childhood .................................... 2

bower Creative Ways to Teach Literacy ............................... 9

broadhead/Howard/Wood Play and Learning in the Early Years ............................................... 5

bruce Early Childhood, 2e .................................................... 3

bruce/Spratt Essentials of Literacy from 0-7, 2e ................ 9

bullock/brownhill A Quick Guide to Behaviour Management in the Early Years ...................................... 13

burkins/Croft Preventing Misguided Reading ..................... 8

Callan/Reed Work-Based Research in the Early Years ...... 13

Canning Play and Practice in the Early Years Foundation Stage ................................................... 4

Carr/Lee Learning Stories .................................................... 2

Cockburn/Handscomb Teaching Children 3-11, 3e ........... 2

Coleman Empowering Family-Teacher Partnerships ........... 7

Collins Circle Time for the Very Young, 3e .......................... 10

Cox-Petersen Educational Partnerships .............................. 7

Daniels/Clarkson A Developmental Approach to Educating Young Children ................................................ 4

Davis Integrated Children’s Services .................................. 12

Fisher/Jones/Larkin/Myhill Using Talk to Support Writing ..................................................... 9

Gasper Multi-agency Working in the Early Years ................ 13

Glazzard/Chadwick/Webster/Percival Assessment for Learning in the Early Years Foundation Stage .................. 6

Glazzard/Stokoe Achieving Outstanding on your Teaching Placement ............................................... 12

Goouch/Lambirth Teaching Early Reading and Phonics ..... 8

Grant/Ray Home, School, and Community Collaboration, 2e .............................................................. 7

Gray/Macblain Learning Theories in Childhood .................. 2

Howlin/Charman/Ghaziuddin The SAGE Handbook of Developmental Disorders ........................................... 14

Hughes Children, Play, and Development, 4e ....................... 5

Knight Forest School for All .................................................. 3

Knight Risk & Adventure in Early Years Outdoor Play ........... 5

Levey/Polirstok Language Development ............................ 9

Levy Young Children Reading ............................................... 8

Miller/Cable Professionalization, Leadership and Management in the Early Years ............................... 13

Author/Title Index

Author/Title Index

Miller/Cable/Drury Extending Professional Practice in the Early Years ............................................................ 12

Miller/Hevey Policy Issues in the Early Years ..................... 11

Miller/Pound Theories and Approaches to Learning in the Early Years ............................................................ 12

Neagoy Planting the Seeds of Algebra, PreK-2 .................. 10

Nutbrown Key Concepts in Early Childhood Education and Care, 2e ..................................................................... 3

Nutbrown Threads of Thinking, 4e ...................................... 2

Nutbrown/Clough Inclusion in the Early Years, 2e ............ 11

Olender/Elias/Mastroleo The School-Home Connection ....................................................................... 7

Oussoren More Write Dance, 2e .......................................... 8

Pahl/Rowsell Early Childhood Literacy .............................. 14

Reed/Canning Implementing Quality Improvement & Change in the Early Years ........................................... 11

Roberts Wellbeing from Birth ............................................... 6

Roberts-Holmes Doing Your Early Years Research Project, 2e ...................................................... 13

Ross/Roberts-Pacchione Making Friends, PreK–3, 2e ..................................................................... 10

Saxton Child Language ........................................................ 8

Siraj-Blatchford/Mayo Early Childhood Education ........... 14

Stratton How to Promote Children’s Social and Emotional Competence ........................................... 10

Sullivan-Dudzic/Gearns/Leavell Making a Difference .................................................................... 12

Sylwester A Child’s Brain ..................................................... 5

Trehearne Learning to Write and Loving It! Preschool–Kindergarten ................................................... 8

Tucker Mathematics Through Play in the Early Years ........ 10

Waite Children Learning Outside the Classroom .................. 4

Wall Special Needs and Early Years, 3e .............................. 11

White Outdoor Provision in the Early Years ........................... 3

Whitehead Language & Literacy in the Early Years 0-7, 4e ................................................. 9

Wright Understanding Creativity in Early Childhood ............. 4

Wright/Stanger/Stafford/Martland Teaching Number, 2e ..................................................... 10

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Early 2012 Childhood Education - Sage Publications